Carregant...
Fitxers
Tipus de document
TesiVersió
Versió publicadaData de publicació
Llicència de publicació
Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/191643
Análisis comparado de los conceptos de nación, de minorías y de Europa en los libros de texto de historia de Alemania, España y Turquía
Títol de la revista
Autors
Director/Tutor
ISSN de la revista
Títol del volum
Recurs relacionat
Resum
[spa] La presente investigación aborda, desde una perspectiva y método comparativo, el contenido de libros de texto de historia de Secundaria –actualmente en uso– de Alemania (Baviera), España (Cataluña) y Turquía, para comprender la representación y significación de los conceptos de nación, minorías y Europa, entre los siglos XVI hasta XXI. Lo anterior, con la finalidad de revisar la función de la identidad nacional y el sentido de pertenencia dentro de la Didáctica de la Historia; así como también, visibilizar a las minorías dentro de un sistema educativo que presume ser multicultural, como el europeo. Para ello, se ha creado un método exploratorio de carácter inductivo, empleando una metodología cuantitativa con datos nominales y discursivos, para el análisis. Los resultados obtenidos describen y demuestran que la historia nacional sigue teniendo un enfoque nacionalista y que sigue aún sin reflejar una diversidad y pluralidad cultural consona con valores democráticos. La principal contribución de este estudio se dirige a la construcción del campo de la Didáctica de la Historia, cuya inquietud es el proceso por el cual el conocimiento histórico se convierte en un saber escolarizado. Por tanto, se pretende aportar a la revisión de los contenidos, las nociones y los sujetos que se enseñan, reproducen y promueven por los distintos sistemas educativos de la Comunidad Europea. Asimismo, se busca aportar una perspectiva novedosa al método comparativo y la edición de libros de texto.
[eng] This research approaches, from a comparative perspective and by using a comparative method, the content of secondary school history textbooks currently in use in Germany (Bavaria), Spain (Catalonia) and Turkey, in order to understand the representation and significance of the concepts of nation, minorities and Europe between the 16th and 21st centuries. The aim is to review the role of national identity and the sense of belonging within the didactics of history, as well as to make minorities visible within educational systems that claim to be multicultural, such as European ones. For this purpose, an exploratory method of an inductive nature has been created, using a quantitative methodology with nominal and discursive data for the analysis. The results obtained describe and demonstrate that national histories still have a nationalistic approach and still do not reflect cultural diversity and plurality in line with democratic values. The main contribution of this study is directed towards the construction of the field of history didactics, the concern of which is the process by which historical knowledge becomes schooled knowledge. Therefore, it aims to contribute to the revision of the contents, notions and subjects that are taught, reproduced and promoted by the different educational systems in the European Community. It also seeks to bring a new perspective to the comparative method and the publication of textbooks.
[eng] This research approaches, from a comparative perspective and by using a comparative method, the content of secondary school history textbooks currently in use in Germany (Bavaria), Spain (Catalonia) and Turkey, in order to understand the representation and significance of the concepts of nation, minorities and Europe between the 16th and 21st centuries. The aim is to review the role of national identity and the sense of belonging within the didactics of history, as well as to make minorities visible within educational systems that claim to be multicultural, such as European ones. For this purpose, an exploratory method of an inductive nature has been created, using a quantitative methodology with nominal and discursive data for the analysis. The results obtained describe and demonstrate that national histories still have a nationalistic approach and still do not reflect cultural diversity and plurality in line with democratic values. The main contribution of this study is directed towards the construction of the field of history didactics, the concern of which is the process by which historical knowledge becomes schooled knowledge. Therefore, it aims to contribute to the revision of the contents, notions and subjects that are taught, reproduced and promoted by the different educational systems in the European Community. It also seeks to bring a new perspective to the comparative method and the publication of textbooks.
Matèries (anglès)
Citació
Citació
DURNA, Feride. Análisis comparado de los conceptos de nación, de minorías y de Europa en los libros de texto de historia de Alemania, España y Turquía. [consulta: 31 de desembre de 2025]. [Disponible a: https://hdl.handle.net/2445/191643]